1. Matching Students to Tier 2 Interventions and Ensuring Active Ingredients are Implemented Reviewing Tier II Interventions

2. Matching Students to Tier 2 Interventions Tier 2 intervention are less effective when educators haphazardly assign them to students Rather, educators must ask: what Tier 2 intervention is likely to be most effective for particular students? Matching characteristics of the student to characteristics of the intervention Student Intervention Matching Form (SIM-Form)

3. Active Ingredients Just like a good cooking recipe, Tier 2 interventions involve certain ingredients that must be present in order to achieve successful behavior change Educators, therefore, must be aware of the active ingredients that must be in place to make a particular Tier 2 intervention effective

4. Behavioral Contract 4 Process of negotiating an agreement between staff and a student so each party receives some benefit or payoff Teacher benefits by improved student behavior Student benefits by earning something based on good behavior Components of behavioral contract: Description of the desired, expected behaviors to be performed Goal statement specifying by when, what behavior, and under what conditions reward will be earned Identification of the reward(s) to be earned (i.e., The Pay-Off) Signatures from all parties involved Teacher precorrects and prompts student on daily basis using the behavior contract

5. Behavior Contract: Student Characteristics Designed for students who respond well to school-based incentives Eager to earn rewards, special privileges, and/or recognition from others Students who dislike particular academic subjects and could benefit from receiving extrinsic reinforcement (i.e., pay-off) Students who could benefit from receiving precorrection and prompting

6. Behavior Contract: Active Ingredients 1. Negotiated agreement or brokered deal to increase student buy-in 2. Focus on positive behaviors teachers want to see in the classroom (i.e., those behaviors that are incompatible with problem behavior) 3. Positive reinforcement for meeting goal 4. Teacher follows up with daily pre-correction and prompting Pulling out the contract and reminding the student of the behavior and reward to be earned At the first warning signs of problem behavior, prompting the student

7. Task Identify a list of 10 to 15 students who receive high amounts of office referrals and/or suspensions Consider each one of these students and mark whether they are a candidate for a behavioral contract.

8. Mentor-Based Support: Check in/Check Out Assignment of a mentor who provides unconditional positive regard and feedback on a daily basis Implementation of multiple components: Behavioral momentum (i.e., getting the day off to a good start) Precorrection (i.e., cutting problems off before they start) Performance feedback (i.e., letting the student know how s/he is doing) Positive reinforcement (i.e., recognizing and rewarding the student) Goal specification and attainment (i.e., increasing student’s motivation and awareness of behavior)

9. Morning check in with mentor End of day check out with mentor Teacher evaluation and ongoing feedback Parent Check In upon arrival home Mentor-Based Support Basic Sequence of Structured Mentoring 9 Positive greeting Check for school readiness Cutoff problems before Reminder of expected behaviors Talk about reward to be earned Give student monitoring chart Teacher monitoring Prompts to engage in expected behavior Reminder of reward to be earned Positive greeting Deliver praise/reward Provide nonjudgmental feedback Deliver consequences at home based on behavior at school Provide encouragement for a better day tomorrow

10. Mentor-Based Support: Student Characteristics Students who respond well to adult attention Students who could benefit from having a positive adult role model outside of the home Students who could benefit from receiving daily encouragement and feedback to improve behavior and school performance Students who have been involved with negative interactions with teachers and administrators (punitive discipline)

11. Mentor-Based Support: Active Ingredients 1. Assignment of an adult mentor who the student likes or doesn’t mind meeting with 2. Unconditional positive regard (mentor does not get involved with discipline) 3. Daily contact with the student in the morning and afternoon Encouragement, precorrecting problems, feedback 4. Progress monitoring form to serve as a basis for performance- based feedback 5. Positive reinforcement for improved behavior Praise, public recognition, access to desired privileges/rewards

12. Self-Monitoring 12 Intervention designed to increase self-management by prompting the student to self-reflect on performance and self-record behavior on a chart Two main components: Self-reflection (reflection of behavior over a certain amount of time) Self-recording (marking down on the chart whether behavior met or did not meet expectations) Teacher performs periodic honesty checks

13. Self-Monitoring: Student Characteristics Students who lack self-regulation or management Students who engage in relatively frequent rates of problem behavior Students who could benefit from reminders or prompts to stay on task and engage in desired, expected behaviors

14. Self-Monitoring: Active Ingredients 1. Identification of behaviors to self-reflect upon and self- record on a chart 2. Development of a self-monitoring chart that the students uses to record his/her behavior 3. Device or natural break that prompts the student to self- reflect and self-record behavior 4. Train the student (tell-show-do) 5. Positive reinforcement component attached to self- monitoring chart (increases the value or meaning of self- reflection and recording) 6. Teacher conducts periodic honesty check

15. School-Home Note System 15 Intervention designed to improve the communication and consistency of practices between school and home environments Involves training parents to deliver consequences at home based on their child’s student’s behavior at school Parent can share information with school about outside stressors that may be impacting student behavior at school

16. School-Home Note: Student Characteristics Students whose parents are open and willing to join forces with the school to improve the student’s performance in school Students who are unaffected by typical school-based disciplinary consequences Students whose parents could benefit from learning skills Students who could benefit from consistency across school and home environments

17. School-Home Note: Active Ingredients 1. Development of a school-home note that captures student behavior and communicates with parents Student behavior section, teacher communication section, parent response to note section, parent communication section, & signatures 2. Brief parent training that consists of teaching parents how to translate the information on the school-home note into effective parenting strategies Goal met = celebrating success Goal unmet = encouraging a better day tomorrow 3. Ensuring that parents are receiving the note & following through Paper, email, phone call, face-to-face

18. Class Pass Intervention Intervention designed for students who exhibit disruptive classroom behavior that interferes with their and other students’ ability to learn Students are given class passes and taught how to appropriately request a break by issuing a class pass Students can choose to hold on to the class passes in order to exchange them for an item, activity, or special privilege It works because students: Can exercise choice by requesting a break with class pass Tolerance for academic work is increased Are able to earn access to desired reward/activity based on staying in the presence of the difficult, boring, or frustrating academic task

19. Class Pass Intervention: Student Characteristics Students who engage in classroom behavior problems only Students whose academic skills are low and are likely to engage in escape-motivated disruptive classroom behaviors Students who have a low tolerance for engaging in academic work Students who appear to become frustrated when working on academic tasks

20. Class Pass Intervention: Active Ingredients 1. Develop the actual class passes to be used 2. Determine the number of class passes and length of time the student can break for 3. Identify the location for the break (desk, in the classroom, outside of the classroom) 4. Identify the items, privileges, or activities that can be earned and the number of class passes needed for each one

21. Example of a Class Pass Name: ________________ Time: __________ Where to?: ___________________ Initial: __________ # ______ ______________________________ Guidelines for Class Pass: If you use the pass… 1. Choose a time when you need to step out of the class. 2. Fill out one of your passes. 3. Show pass to teacher. 4. Walk to ____________________. 5. Have adult where you walked initial pass on your way back to class. 6. Enter class quietly. 7. Join classroom activity. If you save the pass… Earn a reward!!!!!!! Guidelines for Class Pass: If you use the pass… 1. Choose a time when you need to step out of the class. 2. Fill out one of your passes. 3. Show pass to teacher. 4. Walk to ____________________. 5. Have adult where you walked initial pass on your way back to class. 6. Enter class quietly. 7. Join classroom activity. If you save the pass… Earn a reward!!!!!!! FRONTBACK